Articles

De Lange, N., Olivier, M., Geldenhuys, J.L., & Mitchell, C. (Accepted for publication). Rural school children picturing family life. In De Lange, N., Balfour, R.J. & Khau, M.C. (Eds.), (2011). Rural Education and Rural Realities: the politics and possibilities of rural community based research in Southern Africa. Perspectives in Education.

De Lange, N., Mitchell, C., & Bhana, D. (in press). Voices of women teachers about gender inequalities and gender-based violence in rural South Africa. Gender and Education.

MacDonald, J., Gagnon, A.J., Mitchell, C., DeMeglio, G., Rennick, J.E., & Cox, J. (in press). Asking to listen: Towards a youth perspective on sexual health education and needs. Sex Education.

Hobden, S., & Mitchell, C. (2011). Maths and me: Using mathematics auobiogrpahies to gain insights into mathematics learning. Educational Change, 15(1), 33-46.

Sajan Virgi, Z., & Mitchell, C. (2011). Picturing Policy in addressing water and sanitation: The voices of girls living in abject intergenerational hardship in Mozambique. International Education, 40(2), 40-57.

MacDonald, J., Gagnon, A.J., Mitchell, C., DeMeglio, G., Rennick, J.E., & Cox, J. (2011). Include Them and They Will Tell You: Learnings From a Participatory Process With Youth. Qualttative Health Research, August(21), 1127-1135. doi:10.1177/1049732311405799

Mitchell, C. (2011). What’s participation got to do with it? Visual methodologies in ‘girl-method’ to address gender based violence in the time of AIDS. Global Studies of Childhood, 1(1), 51-59. doi.org/10.2304/gsch.2011.1.1.51

Mitchell, C., Belew, D., Debela, A., Muleta, D., & Fikreyesus, S. (2011). The Farmer and her husband: Engendering the curriculum in a Faculty of Agriculture in an Ethiopian University. Agenda, 2010, 66-77.

Mnisi, T., De Lange, N., & Mitchell, C. (2010). Learning to use visual data to ‘save lives’ in the age of AIDS. Communitas, 15, 183-20.

De Lange, N., Mitchell, C., Moletsane, R., Bhana, D., Balfour, R., Wedekind, V., Pillay, G., & Buthelezi, T. (2010). Every voice counts: Towards a new agenda for rural schools in the age of AIDS. Education for Change, 14(1)(Supplement 1), 45-55.

Tao, R., & Mitchell, C. (2010). I Never Knew that Pictures Could Convey Such Powerful Messages’: Chinese Students in an English Department Explore Visual Constructions of HIV and AIDS. Changing English, 17(2), 161-176.

Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O’Connor, K., Rudd, C., Staniforth, P., & Cole, A. ( 2010). Things fall apart and come together: Using the visual for reflection in alternative teacher education programmes. Changing English. 17(1), 45-55.

De Lange, N., Mnisi, T., Mitchell, C., & Park, E. (2010). Giving life to data: University-community partnerships in addressing HIV and AIDS through building digital archives. E-learning and Digital Media, 7(2), 160-171.

Pithouse, K., Mitchell, C., & Weber, S. (2009). Self-study in teaching and teacher development. Educational Action Research. 17(1), 43-62.

Moletsane, R., Mitchell, C., De Lange, N. Stuart, J., Buthelezi, T., & Taylor, M. (2009). What can a woman do with a camera? Turning the female gaze on poverty and HIV/AIDS in rural South Africa. International Journal of Qualitative Studies in Education, 22(3), 315-331.

Bhana, D., De Lange, N., & Mitchell, C. (2009). Male teachers talk about gender violence: “Zulu men demand respect”. Educational Review, 61(1), 49-22.

Balfour, R., Mitchell, C., & Moletsane, R. (2008). “Troubling Contexts: Toward a Generative Theory of Rurality As Education Research”. Journal of Rural and Community Development, 3(3), 100–111.

Mitchell, C. (2008). Taking the picture, changing the picture. Visual methodologies in educational research in South Africa. South African Journal of Educational Research, 28(3), 365-383.

Umurungi, J., Mitchell, C., Gervais, M., Ubalijoro, E., & V. Kabarenzi (2008). Photovoice as a methodological tool for working with girls on the street in Rwanda to address HIV & AIDS and gender violence. Journal of Psychology in Africa, 18(3), 413-420.

Mitchell, C., De Lange, N., & Thuy, X. (2008) “Let’s just not leave this problem”: Exploring inclusive education in rural South Africa. Prospects. Springer Netherlands. ISSN 0033-1538 (Print) 1573-9090 (Online).

Park, E., Mitchell, C., & De Lange, N. (2008). Social uses of digitization within the context of HIV/AIDS. Online Information Review, 32(6),716-725. 10.1108/14684520810923890

Flicker, S., Larkin, J., Smilie-Adjarkwa, C., Resoutle, J.P., Barlow, K., Dagnino, M., Ricci, C., Koleszar-Green, R., & Mitchell, C. (2007). It’s hard to change something when you don’t know where to start: Unpacking HIV vulnerability with Aboriginal youth in Canada. Pimatisiwin: A Journal of Indigenous and Aboriginal Communities, 5(2), December, 174-200.

Mitchell, C., & Umurungi, J.P. (2007). What happens to girls who are raped in Rwanda. Children First, 13-18.

Buthelezi, T., Mitchell, C., Moletsane, R., De Lange, N., Taylor, M., & Stuart, J. (2007). Youth voices about sex and AIDS: Implications for life skills education through the “Learning Together” project in KwaZulu-Natal, South Africa. International Journal of Inclusive Education, 11(4), 445-459.

Larkin, J., Flicker, S., Koleszar-Green, Mintz, S., Dagnino, M., & Mitchell, C. (2007). HIV risk, systemic inequities, and Aboriginal youth: Widening the circle for HIV prevention programming. Canadian Journal of Public Health, 98(3), 179-182.

Mitchell, C., Moletsane, R., De Lange, N. (2007). Inclusive education in South Africa in the era of AIDS: Every voice counts. International Journal of Inclusive Education 11(4), 383-386.

Moletsane, R., De Lange, N., Mitchell, C., Stuart, J., Buthelezi, T., & Taylor, M. (2007). Photo-voice as a tool for analysis and activism in response to HIV and AIDS stigmatization in a rural KwaZulu-Natal school. Journal of Child and Adolescent Mental Health, 19(1), 19-28.

Norris, G., Mbokasi, T., Rorke, F., Goba, S., & Mitchell, C. (2007). Where do we start? Using collage to explore very young adolescents’ knowledge about HIV and AIDS in 4 senior primary classrooms in KwaZulu-Natal. International Journal of Inclusive Education, 11(4), 481-499.

De Lange, N., Mitchell, C., Moletsane, R., Stuart, J., & Buthelezi, T. (2006). Seeing through the body: Educators’ representations of HIV and AIDS. Journal of Education, 38, 45-66.

Mitchell, C. (2006). “In My Life”: Youth Stories and Poems on HIV/AIDS: Towards a new literacy in the age of AIDS. Changing English, 13(3), 355-368.

Johnny, L., & Mitchell, C. (2006). “Live and let live” An analysis of HIV/AIDS related stigma and discrimination in international campaign posters. Journal of Health Communication, 11(8), 755-767.

Mitchell, C., Moletsane, R., & Stuart, J. (2006). Why we don’t go to school on Fridays: Youth participation and HIV and AIDS. McGill Journal of Education, 41(3), 267-82.

Larkin, J., Andrews, A., & Mitchell, C. (2006). Guy talk: Contesting masculinities in HIV prevention with Canadian youth. Sex Education, 6(3), 207-221.

Walsh, S., & Mitchell, C. (2006). “I’m too young to die” Danger, desire and masculinity in the neighbourhood. Gender and Development, 14(1), 57-68.

Mitchell, C., De Lange, N., Moletsane, R., Stuart, J., Buthelezi, T., & Taylor, M. (2005). Giving a face to HIV and AIDS: On the uses of photo-voice by teachers and community health care workers working with youth in rural South Africa. Qualitative Research in Psychology, 3(2), 257-270.

Larkin, J., & Mitchell, C. (2005). Gendering HIV/AIDS prevention: Situating Canadian youth in a transnational world. Women’s Health and Urban Life: An International and Interdisciplinary Journal, 3(2), 62-79.

Mitchell, C., Moletsane, R., Stuart, J., Buthelezi, T., & De Lange, N. (2005). Taking pictures/taking action! Using photo-voice techniques with children. ChildrenFIRST 9(60), 27-31.

Balfour, R., & Mitchell, C. (2004). Editorial: Gifting democracy: English language education in South Africa. English Quarterly, 36(2), 1-2.

Mitchell, C., Kusner, C., & Charbonneau-Gowdy, P. (2004). Seeing for ourselves: When classroom teachers make documentary films. Changing English 11(1), 279-289.

Mitchell, C. (2004). Youth participation, Health, Education and HIV/AIDS. Creating Spaces for Youth Participation, 15, 22-38.

Mitchell, C., Reid-Walsh, J., & Pithouse, K. (2004). “And what are you reading, Miss? Oh, it is only a website”. Digital technology as a South African teen’s guide to HIV/AIDS. Convergence, 10(1), 191-202.

Mitchell, C., Walsh, S., & Larkin, J. (2004). Visualizing the politics of innocence in the age of AIDS. Sex Education, 3(2), 159-172.

Mitchell, C., & Smith, A. (2003). Sick of AIDS: Literacy and the meaning of life for South African youth. Culture, Health & Sexuality, 5(6) November-December, 513-522.

Weber, S., & Mitchell, C. (2003). Collaboration and co-authorship: Reflections from the inside. Journal of the Canadian Association for Curriculum Studies, 1(1), 83-91.

Walsh, S., Mitchell, C., & Smith, A. (2002) The Soft Cover project: Youth participation in HIV/AIDS prevention. Agenda, 53, 106-112.

Mitchell, C., & Smith, A. (2001). Anne Frank in the world: Writing rights and righting wrongs through children’s literature. Canadian Children’s Literature, 47-68.

Mitchell, C., & Smith, A. (2001). Changing the picture: Youth, gender and HIV/AIDS prevention campaigns in South Africa. Canadian Women’s Studies Journal, 21(2), 56-62.

Kumar, N., Larkin, J., & Mitchell, C. (2001) Gender, Youth, and HIV Risk. Canadian Women’s Studies Journal, 21(2), 35-43.

Reid-Walsh, J., & Mitchell, C. (2001). The case of the whistle-blowing girls: Nancy Drew and her readers. Textual Studies in Canada: Canadian Journal of Cultural Literacy, 13/14, 15-24.

Reid-Walsh, J., & Mitchell, C. (2000). “Just a doll”? ‘Liberating’ accounts of Barbie-play. Review of Education/Pedagogy/Cultural Studies, 22(2), 175-190.

Mitchell, C., Blaeser, M., Chilangwa, B., & Maimbolwa-Sinyangwe, I. M. (1999). Girls’ education in Zambia: Everyone’s responsibility — A policy framework for participatory process. International Review of Education, 45(5-6), 417-430.

Mitchell, C., & Reid-Walsh, J. (1998). Mail-order memory-work: Towards a methodology of uncovering the experiences of covering over. Review of Education/ Pedagogy/Cultural Studies, 20(1), 57-75.

Mitchell, C., & Weber, S. (1998). The usable past: Teacher (re)playing school. Changing English, 5(1), 45-56.

Mitchell, C., & Smith, A. (1996). More than just a love story: Investigating the literary and social significance of the young adult novel in South Africa. Alternation, 3(2), 173-183.

Mitchell, C., & Smith, A. (1996). Reading production: Investigating social change as inscribed into South African young adult literature. South African Journal of Library and Information Services, 64(2), 86-91.

Mitchell, C., & Reid-Walsh, J. (1996). Reading on the edge: Serious series readers of Nancy Drew and Hardy Boys mysteries. Changing English, 3(1), 45-55.

Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images That shape and distort teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 12(3), 303-313.

Mitchell, C., & Weber, S. (1996). He draws/she draws: Texts of interrogation. Textual Studies of Canada: Canadian Journal of Cultural Literacy, 7, 133-142.

Reid-Walsh, J., & Mitchell, C. (1995). Romancing Nancy: Feminist interrogations of Successive versions of Nancy Drew. Review of Education/ Pedagogy/Cultural Studies, 17(4), 443-455.

Mitchell, C., & Weber, S. (1995). Where are you Arnold Schwarzenegger? Interrogating The images of teaching in the texts of children’s popular culture. Review of Education/Pedagogy/ Culture Studies, 17(3), 315-325.

Mitchell, C., & Reid-Walsh, J. (1995). And I want to thank you Barbie: Barbie as a site for cultural interrogation. Review of Education/ Pedagogy/ Culture Studies, 17(2), 143-155.

Mitchell, C. (1994). Reading in popular culture. Textual Studies in Canada: Canadian Journal of Cultural Literacy, 4, 69-80.

Mitchell, C., & Reid-Walsh, J. (1993). Mapping this dark country: Psychoanalytic perspectives on young adult literature. Canadian Children’s Literature, 72, 6-23.

Moonilal-Masur, P., Cincik, E., & Mitchell, C. (1992). Dear Diary: Exploring gender and genre in the “writing-to-learn” classroom. English Quarterly, 24(2), 30-37.

Mitchell, C., & Singh, R. (1991). Writing for children/writing with children: The personal as pedagogical in teacher education. McGill Journal of Education, 26(2), supplement, 157-164.

Mitchell, C., & Williams, M. (1990). Journal writing grows up! Third graders explore journal writing as a literary genre. Reflections in Canadian Literacy, 8(1), 40-42.

Mitchell, C. (1989). Linguistic and cultural aspects of second language acquisition: Investigating literature/literacy as an environmental factor. The Canadian Modern Language Review, 46(1),73-82.

Mitchell, C., & Cheverie, A. (1989). Now that we’ve them writing… Addressing issues of ethics, aesthetics, taste and sensibility through student writing. Reading‑Canada‑Lecture, 7(3), 180-190.

Mitchell, C. (1988). The art of making do. Canadian Journal of English Language Arts, 11(3), 16-18.

Mitchell, C., & Longmoore, C. (1987). Real authors don’t have to be over five feet tall. Reading‑Canada‑Lecture, 5(3), 190-192.

Mitchell, C. (1983). Of spuds and things: A look at proposed changes to P.E.I. English Curriculum. English Quarterly, 16(3), 58-61.

Mitchell, C. (1982). Watching Harlequin romances, reading the Dukes of Hazzard. Michigan English Teacher.

Mitchell, C. (1982, Summer). “I only read novels and that sort of thing”: Exploring the aesthetic response. English Quarterly, 67‑77.

Ramey, G., & Mitchell, C. (1979). Integrative thought and its role in inservice planning. Challenge, 19(1).